Primary School ADHD

The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children With Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review

Geraldina F. Gaastra, Yvonne Groen, Lara Tucha, Oliver Tucha

Meta-analysis of classroom studies. It found that teacher-led classroom interventions can reduce off-task and disruptive behavior in children with ADHD symptoms. Teachers can use clear rules, prompts, rewards, and structured routines to improve focus during lessons.

Non-Pharmacological Interventions for Attention-Deficit/Hyperactivity Disorder (ADHD) Delivered in School Settings: Systematic Reviews of Quantitative and Qualitative Research

Michelle Richardson, Darren A. Moore, Ruth Gwernan-Jones, Jo Thompson-Coon, Obioha Ukoumunne, Morwenna Rogers, Rebecca Whear, Tamsin V Newlove-Delgado, Stuart Logan, Christopher Morris, Eric Taylor, Paul Cooper, Ken Stein, Ruth Garside, Tamsin J Ford

Systematic review of school-based research. It found behavior approaches can help, but success depends on teacher relationships, classroom context, and reducing stigma. Teachers can combine practical strategies with supportive communication and teamwork with families.

Psychosocial Interventions to Improve the School Performance of Students with Attention-Deficit/Hyperactivity Disorder

Katy E Tresco, Elizabeth K Lefler, Thomas J Power

Research review of school supports for ADHD. It found strong evidence for daily report cards, academic supports, and behavior plans. Teachers can set a few clear goals, give frequent feedback, and connect school progress with home reinforcement.

Classroom Interventions: Methods to Improve Academic Performance and Classroom Behavior for Students With Attention-Deficit/Hyperactivity Disorder

Christopher Reiber, T. F. McLaughlin

Practice review of school interventions. It found evidence supports behavior management, classroom structure, and combined school supports for ADHD. Teachers can use token systems, peer support, seating changes, and task adjustments to improve behavior and work completion.

A Randomized Effectiveness Trial of a Behavioral Teacher Program Targeting ADHD Symptoms

Betty Veenman, Marjolein Luman, Jan Hoeksma, Karlijn Pieterse, Jaap Oosterlaan

Randomized trial of the Positivity & Rules Program with 114 primary students showing ADHD symptoms. Teacher training plus classroom activities reduced ADHD behaviors and improved social skills at school. Provides a structured classroom-wide approach teachers can adapt to their own classes.